# Ten 25-minute teacher lessons · Unit 1 opening **Common aim:** students respond to and create short texts about work. They explain *how* a choice of words, structure, image or mode helps a specified audience, with evidence from a text. Every fictional workplace text is a prompt, not an instruction for a real workplace. See [learner cards](LEARNER-CARDS.md), [public checks](STUDENT-CHECKS.md), [staff key](teacher/KEY-AND-NEXT.md), and [practice swaps](PRACTICE-SWAPS.md). A route is a choice for this task, never a label for a learner. Each day follows **25 = 2 + 5 + 6 + 7 + 5 minutes** except check days, **25 = 2 + 3 + 12 + 5 + 3 minutes**. If a learner needs more time, continue at the next meeting; speed is not the target. Read text aloud or let students read independently. Speech responses need captured notes; visual responses need labels. Keep an initial response before any public key is displayed. ## Day 1 · Find the action in a notice **Goal:** identify audience, purpose and actionable details in [Card A](LEARNER-CARDS.md#card-a--the-room-change-notice-day-1). **Teacher says:** “A notice succeeds when the right person can act. Which exact words make that possible?” - **0–2:** Display the heading and ask who would need the notice. - **2–7:** Model circling time, new room and entry point. Contrast “moved” with a vague “changed”. - **7–13:** Pairs find the fallback instruction and explain why the title belongs at the top. - **13–20:** Independent response: main action, two pieces of evidence, two-sentence message to someone at Room 2. - **20–25:** Invite one counterexample: what error would happen if the room detail vanished? Collect the response. **Routes:** mark the notice and write two sentences; tell a partner while they record the cited words and your explanation; use three labelled tiles “who / action / evidence” then dictate or caption the message. **Alternative domains:** [Day 1 swaps](PRACTICE-SWAPS.md#day-1--notice-transfer) change the setting without changing the skill. **Optional/home:** invent a fictional room-change notice on scrap paper; test whether another person can find the action in ten seconds. **Move:** if learners only copy details, ask “What would the reader do next?”; if they infer an unprinted new time, point back to the unchanged time. ## Day 2 · Headings carry meaning **Goal:** explain how sequence and headings organise [Card B](LEARNER-CARDS.md#card-b--a-repair-bench-procedure-day-2). **Teacher says:** “Find the heading a reader would look for if the room became crowded.” - **0–2:** Recall the “action plus evidence” habit from Day 1. - **2–7:** Model drawing four boxes for set-up, welcome, crowd, finish. - **7–13:** Students match each heading to an action; ask why “practice model” matters. - **13–20:** Students produce an ordered summary and a transition sentence between two stages. - **20–25:** Share one transition; ask if it adds a fact not in the procedure. **Routes:** write numbered steps with a quoted heading; arrange four heading cards and give a spoken explanation recorded in notes; annotate the source with arrows and one caption per stage. **Alternative domains:** [Day 2 swaps](PRACTICE-SWAPS.md#day-2--sequence-transfer). **Optional/home:** reorganise an invented four-step activity, such as a book display; do not use this exercise to override real safety procedures. **Move:** when students treat headings as decoration, remove the heading and ask how long the crowd instruction now takes to find. ## Day 3 · Check a spoken handover **Goal:** identify an uncertainty and show how [Card C](LEARNER-CARDS.md#card-c--a-spoken-handover-day-3) resolves it. **Teacher says:** “A question can be a sign of care, not a failure.” - **0–2:** Explain that the transcript is fictional and can be read silently or aloud. - **2–7:** Model “task / question / confirmed detail” on the board. - **7–13:** In pairs, locate the blue folder, lower-right placement and plan recheck. - **13–20:** Convert the talk to a three-line note; keep only confirmed instructions. - **20–25:** Read one note back against the transcript; correct any missing plan check. **Routes:** write a three-line handover note; speak the note while a partner captures it; use three labelled strips and annotate the evidence. **Alternative domains:** [Day 3 swaps](PRACTICE-SWAPS.md#day-3--handover-transfer). **Optional/home:** compose a fictional two-voice handover about a school exhibition and add one useful question. **Move:** if a response calls Ivo “confused”, ask which detail was genuinely ambiguous and what his question accomplished. ## Day 4 · Register and usable detail **Goal:** compare two invitations in [Card D](LEARNER-CARDS.md#card-d--two-invitations-one-job-day-4) by audience, purpose and register. **Teacher says:** “Friendly wording can still leave the reader unable to act.” - **0–2:** Put “come early” and “9:15 to 10:00” side by side. - **2–7:** Model naming the audience and purpose of the email; locate its task, contact point and reply deadline. - **7–13:** Students explain one possible misunderstanding from the chat message without judging its writer. - **13–20:** Compose a respectful question that would make the vague invitation usable. - **20–25:** Read a question aloud and test whether it requests a missing detail rather than assuming one. **Routes:** comparison table plus reply; paired verbal comparison with a recorded reply; labelled two-column layout with a dictated reply. **Alternative domains:** [Day 4 swaps](PRACTICE-SWAPS.md#day-4--register-transfer). **Optional/home:** change the audience of a fictional invitation and revise two words. **Move:** if learners equate formal with “better”, redirect to fit for a particular reader and purpose. ## Day 5 · Boundary and first formative check **Goal:** use [Card E](LEARNER-CARDS.md#card-e--a-public-facing-role-description-day-5-practice) to distinguish a task from an expert claim, then transfer to new [Check A](STUDENT-CHECKS.md#check-a--day-5-fresh-transfer). **Teacher says:** “The brief tells a volunteer what to do and where a question goes beyond the role.” - **0–2:** Read the brief and identify the visitor-facing action. - **2–5:** Model evidence for the “do not give advice” boundary; do not model Check A. - **5–17:** Give Check A independently. Offer the three equivalent routes below; collect initial evidence before feedback. - **17–22:** With the learner's permission, show the [public key](teacher/KEY-AND-NEXT.md#check-a--day-5) and have them revise one explanation in another colour or as a second voice note. - **22–25:** Ask what detail changed their thinking; record a next step. **Routes:** write the check answers; give an oral answer with exact cited words captured by a scribe; annotate the check text and record short captions for audience, boundary and revision. **Alternative domains:** [Day 5 swaps](PRACTICE-SWAPS.md#day-5--scope-transfer) are after-check practice only. **Optional/home:** draft a fictional role card with one action and one referral boundary. **Move:** if a response promises expertise absent from the text, ask “Which line authorised that promise?” This is a public formative check, not a secure assessment. ## Day 6 · What a trailer makes visible **Goal:** explain a representation of work in [Card F](LEARNER-CARDS.md#card-f--the-show-trailer-script-day-6) through words and screen directions. **Teacher says:** “A trailer selects moments. It is a constructed view, not a report about every worker.” - **0–2:** Read or perform the short script without requiring anyone to act. - **2–7:** Model two columns, “pressure” and “teamwork”, each with textual evidence. - **7–13:** Discuss the clock, fast cuts and cue-list check; identify the invited viewer response. - **13–20:** Students explain the representation and draft a more balanced caption. - **20–25:** Test each caption: does it preserve drama without claiming real conditions? **Routes:** written evidence grid and caption; spoken explanation with notes plus dictated caption; annotate a three-frame storyboard with evidence labels and caption. **Alternative domains:** [Day 6 swaps](PRACTICE-SWAPS.md#day-6--representation-transfer). **Optional/home:** draw a fictional still frame and state what it leaves outside the frame. **Move:** if students say “stage work is always frantic”, remind them the only evidence is a fictional trailer. ## Day 7 · Credit, omission and a complete story **Goal:** use [Card G](LEARNER-CARDS.md#card-g--a-complete-short-story-the-label-that-waited-day-7) to compare two representations of contributions. This complete short story is original; it is not a substitute for the school's full text-selection decisions. **Teacher says:** “What changes when a label names specific work?” - **0–2:** Introduce the story as fiction; offer silent reading or teacher read-aloud. - **2–7:** Model a three-part plot map: card problem, revision, open question. - **7–13:** Students compare “Built by the team” with the revised sentence. - **13–20:** Explain who is represented more clearly and cite the line that keeps the ending provisional. - **20–25:** Discuss why Cal does not call the fix perfect. Accept more than one defensible view with evidence. **Routes:** paragraph with two quotations; oral comparison captured in notes; side-by-side labels with annotated names/actions and a recorded explanation. **Alternative domains:** [Day 7 swaps](PRACTICE-SWAPS.md#day-7--credit-transfer). **Optional/home:** write a fictional four-line scene in which a poster leaves out a helper; revise it. **Move:** if students assume naming all three settles every issue, direct them to tomorrow's planned team check. ## Day 8 · Audience changes what must be said **Goal:** compare [Card H](LEARNER-CARDS.md#card-h--a-public-post-and-an-internal-note-day-8) and revise the public post within the confirmed trial boundary. **Teacher says:** “A welcome can be accurate and still inviting.” - **0–2:** Read the two texts and mark their audiences. - **2–7:** Model underlining “trial screening on Friday” and “do not promise availability at another screening”. - **7–13:** Ask what a public reader may infer from “ready”; record an uncertainty rather than assume supply beyond Friday. - **13–20:** Revise the post and add a one-sentence explanation tied to the internal note. - **20–25:** Peer-check for both invitation and accuracy; remove unsupported promises. **Routes:** written revised post and explanation; recorded spoken public announcement plus written source note; labelled post mock-up with dictated rationale. **Alternative domains:** [Day 8 swaps](PRACTICE-SWAPS.md#day-8--audience-transfer). **Optional/home:** write a fictional event update with a clear date and limit. **Move:** if students make the post sound forbidding, ask how a visitor could still find a useful next step. ## Day 9 · Say what the source confirms **Goal:** separate an unverified event-board rumour from the signed schedule in [Card I](LEARNER-CARDS.md#card-i--a-handover-that-needs-a-source-day-9). **Teacher says:** “Two times can both be true if they apply to different audiences.” - **0–2:** Show “apparently” and ask what confidence it signals. - **2–7:** Model a source note: signed schedule, Wednesday; visitors 10:00, volunteers 9:00. - **7–13:** Students identify the difference between entry and set-up. - **13–20:** Draft two lines for visitors and one internal reminder with no invented hour. - **20–25:** Check each line against its intended reader and source. **Routes:** write both messages and cite the schedule; speak both messages with a scribe recording the source; arrange labelled visitor/volunteer cards and add a source caption. **Alternative domains:** [Day 9 swaps](PRACTICE-SWAPS.md#day-9--source-transfer). **Optional/home:** invent two conflicting fictional notices and write the question you would ask before publishing. **Move:** if learners simply call the event-board message “wrong”, ask what it may have confused: set-up with opening. ## Day 10 · Edit for a reader, then transfer **Goal:** revise [Card J](LEARNER-CARDS.md#card-j--revising-a-crew-note-day-10-practice) for an actual crew purpose, then answer new [Check B](STUDENT-CHECKS.md#check-b--day-10-fresh-transfer). **Teacher says:** “Name the reader, the required action and the source of certainty.” - **0–2:** Identify the vague words in the draft. - **2–5:** Model replacing one vague phrase with the confirmed clipboard location only; keep the rest for learners. - **5–17:** Independent Check B using any route. Collect first responses. - **17–22:** Share the [public teacher-targeted key](teacher/KEY-AND-NEXT.md#check-b--day-10), compare evidence and revise one sentence. - **22–25:** Exit: name one structural choice and one language choice that would help a real reader. **Routes:** write the check response; speak it with a captured evidence note; build a labelled notice layout and dictate a rationale. **Alternative domains:** [Day 10 swaps](PRACTICE-SWAPS.md#day-10--revision-transfer) are after-check practice. **Optional/home:** rewrite a made-up “things changed” message into two accurate sentences. **Move:** if learners improve polish but invent extra duties, have them underline only facts in the supplied source. This is a public formative check, not a secure exam.